Deciding What to Teach: Effective English Curriculum

Abstract

English has emerged as a dominant language of news, business, information, employment, and social prestige in India, symbolizing progress in the era of globalization. Despite its importance, the teaching and learning of English in educational institutions remain inadequate, particularly in rural and small-town areas. Students from these regions often lack exposure and supportive environments, resulting in poor proficiency and a growing sense of inferiority. Many perceive English as a barrier to education rather than a tool for advancement.

The prevailing exam-oriented system encourages rote learning rather than communicative competence, leading to a decline in creativity and practical language skills. While some students manage to pass examinations, they fail to develop the ability to express themselves effectively in English, especially in spoken contexts. This gap creates frustration among learners, particularly first-generation students who view English as essential for employment opportunities.

Furthermore, the issue is compounded by systemic challenges such as lack of resources, overcrowded classrooms, and ineffective teaching practices. A significant concern lies in the role of teachers, many of whom adopt a passive, duty-bound approach rather than actively facilitating language acquisition. As a result, the current state of English education in India reflects a critical need for reform, focusing on practical usage, student engagement, and teacher accountability to bridge the rural-urban divide and enhance overall language proficiency.